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Changing conceptions of measurement validity

L D Goodwin1

  • 1University of Colorado at Denver, School of Education 80217, USA.

The Journal of Nursing Education
|March 1, 1997
PubMed
Summary
This summary is machine-generated.

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This article reviews 50 years of changes in measurement validity theory and estimation. It emphasizes a unified construct validity definition and discusses various types of validity evidence and reliability roles.

Area of Science:

  • Psychometrics
  • Educational Measurement
  • Psychological Assessment

Background:

  • Measurement validity theory has evolved significantly over the past 50 years.
  • Traditional views on validity have been refined and unified.
  • The role of reliability in measurement has been re-evaluated.

Purpose of the Study:

  • To provide a historical overview of changes in measurement validity theory and estimation.
  • To describe current perspectives on the unified definition of construct validity.
  • To highlight new considerations regarding the role of reliability in measurement.

Main Methods:

  • Historical review of theoretical and methodological advancements in measurement validity.
  • Analysis of current literature on construct validity and its unified definition.

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  • Examination of diverse types of validity evidence and their applications.

    • Main Results:

    • A unified definition of construct validity is now the prevailing view.
    • Various forms of validity evidence support different types of score inferences (content, relations, group differences, factor structure, consequences).
    • New conceptualizations of reliability's role in measurement are emerging.

    Conclusions:

    • The field has moved towards a unified construct validity framework.
    • Understanding different types of validity evidence is crucial for appropriate score interpretation.
    • Revisiting the concept of reliability offers new insights into measurement quality.